Abstract

This study investigated the predictive validity of school-subject-specific self-concepts of ability, intrinsic task values, and cost (operationalized as task effort) for motivation regarding unclassified novel learning content—a fictional project management course—as a function of perceived similarity between school subject and novel learning content. Using an experimental survey design, perceived similarity was induced by presenting a description of the project management course that had some similarity to either mathematics or German (i.e., the school subject). Participants (N = 582) were randomly assigned to one of two experimental conditions (i.e., course description hinting at mathematical versus German-related content). Results from multiple-group structural equation modeling demonstrated that individuals’ mathematics-specific self-concept of ability and intrinsic task value predicted their course-specific motivational beliefs only when the course description emphasized mathematical content. Facing mathematical course content, predictive validity of individuals’ mathematics-specific self-concept of ability and intrinsic task value, respectively, was higher than their German-specific self-concept of ability and intrinsic task value. Findings regarding cost were less consistent. Results are discussed with regard to expectancy-value theory and task choice in higher and further education.

摘要

本研究调查了学校学科特定的能力自我概念、内在任务价值和成本（作为任务努力运作）对未分类的新颖学习内容（虚构的项目管理课程）的动机的预测有效性作为感知相似性的函数学校科目和新颖的学习内容之间。使用实验调查设计，通过呈现与数学或德语（即学校科目）有一定相似性的项目管理课程的描述来诱导感知相似性。参与者（N = 582）被随机分配到两个实验条件之一（即课程描述暗示数学与德语相关内容）。多组结构方程模型的结果表明，只有当课程描述强调数学内容时，个人的数学特定能力自我概念和内在任务价值才能预测他们的课程特定动机信念。面对数学课程内容，个体数学特定能力自我概念和内在任务价值的预测效度分别高于其德语特定能力自我概念和内在任务价值。关于成本的调查结果不太一致。结果在高等教育和继续教育的期望值理论和任务选择方面进行了讨论。